I found this video very informative and very much enjoyed it as this year, I have been a part of many eligibility determinations and have often felt confused as to what my role should and should not be.

I certainly agree that educators are not meant to diagnose children.  This step should happen either before they come to us, or afterwards upon a recommendation; however, we should not be doing it.  Though we should be familiar with the process, it is not our area of expertise.  It is our job, however, to provide a comprehensive assessment to the best of our ability in order to determine what the child does and does not need in the school setting.  I found it very interesting when the speaker shared that a child does not necessarily need a diagnosis to receive special education services, and likewise, just because a child has a diagnosis does not mean they automatically need special education services.  I feel that all too often (at least in my experiences), a child will come to me with a diagnosis of Autism.  Because they have this diagnosis, it is automatically recommended that the child receive a, b, and c without any close observation.  It seems as though every child on the spectrum gets a blanket treatment plan; perhaps this is because there is no evaluating team that specializes in Autism.  I, however, feel that every child has different needs and should be provided with a unique education plan catered specifically to them.

As stated above, I agree with the speakers in setting up a comprehensive assessment team that looks specifically at children on the Autism spectrum.  It is also crucial for those involved in the assessment to be aware of what is typical and atypical in terms of development.  Specialized assessment teams currently not exist in my early childhood program; rather than having specialized teams, everyone is involved in everything which may not be the best in the long run.  One thing that stood out in the presentation was just how complex children on the spectrum truly are, and how lengthy and in depth the assessments should actually be.  The comprehensive evaluation should also be sure to include both formal and informal assessments as these children perform differently in different settings.  The presenter stated she spent three times more time with children on the spectrum than with children who had other diagnoses due to the fact that this disability impacts nearly every area of development.

Parent involvement was another idea that was brought up in the presentation.  I very much agree that parents should be involved in the process and have a very significant and unique perspective when it comes to their children.  However, I often feel conflicted as I have dealt with many parents in the past who are not completely honest on interview scales as they want their child to receive more services than necessary.  I think it is very important to find a balance in this respect.